東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

How does reciprocal teaching scaffol...

Delaney-Beane, Mary.

Linked to FindBook

Google Book

Amazon

博客來

How does reciprocal teaching scaffold reading comprehension of non-fiction text?

Record Type:	Electronic resources : Monograph/item
Title/Author:	How does reciprocal teaching scaffold reading comprehension of non-fiction text?/
Author:	Delaney-Beane, Mary.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	65 p.
Notes:	Source: Masters Abstracts International, Volume: 56-02.
Contained By:	Masters Abstracts International56-02(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253571
ISBN:	9781369562071

How does reciprocal teaching scaffold reading comprehension of non-fiction text?
Delaney-Beane, Mary.

How does reciprocal teaching scaffold reading comprehension of non-fiction text? - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 65 p.

Source: Masters Abstracts International, Volume: 56-02.

Thesis (M.A.)--Rowan University, 2016.

This study was conducted in a suburban fourth grade class in New Jersey. Its purpose was to examine how Reciprocal Teaching scaffolds comprehension when reading non-fiction text. Students were evaluated prior to the study. Teacher modeling preceded students' application of the strategies. Throughout the study, students were evaluated on whether they were using the four strategies, predicting, questioning, clarifying, summarizing, in a manner that made sense and was related to the text. Rubrics were used to evaluate each of the four strategies. Additional data came from the discussions among students while reading text together. Data analysis showed the use of groups provided unplanned discussions through questions among the students as well as when making text connections.

ISBN: 9781369562071Subjects--Topical Terms:

2122756
Reading instruction.

How does reciprocal teaching scaffold reading comprehension of non-fiction text?
LDR:01681nmm a2200289 4500 001 2159716
005 20180703102249.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9781369562071
035 $a (MiAaPQ)AAI10253571
035 $a (MiAaPQ)rowan:10286
035 $a AAI10253571
040 $a MiAaPQ $c MiAaPQ
100 1 $a Delaney-Beane, Mary. $3 3347590
245 1 0 $a How does reciprocal teaching scaffold reading comprehension of non-fiction text?
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 65 p.
500 $a Source: Masters Abstracts International, Volume: 56-02.
500 $a Adviser: Susan Browne.
502 $a Thesis (M.A.)--Rowan University, 2016.
520 $a This study was conducted in a suburban fourth grade class in New Jersey. Its purpose was to examine how Reciprocal Teaching scaffolds comprehension when reading non-fiction text. Students were evaluated prior to the study. Teacher modeling preceded students' application of the strategies. Throughout the study, students were evaluated on whether they were using the four strategies, predicting, questioning, clarifying, summarizing, in a manner that made sense and was related to the text. Rubrics were used to evaluate each of the four strategies. Additional data came from the discussions among students while reading text together. Data analysis showed the use of groups provided unplanned discussions through questions among the students as well as when making text connections.
590 $a School code: 1419.
650 4 $a Reading instruction. $3 2122756
690 $a 0535
710 2 $a Rowan University. $b Reading Education. $3 3189294
773 0 $t Masters Abstracts International $g 56-02(E).
790 $a 1419
791 $a M.A.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253571